The Acquisition of Pragmatic Competence through Virtual English Learning

This paper discusses how virtual learners of English at the Universitat Oberta de Catalunya (UOC) use hedges (a strategy by which speakers mitigate and soften the force of their utterances) in written discourse (electronic mails). It begins with a description of the methodology, in particular the taxonomy used, which adopts and transforms elements from three already existing taxonomies of hedges (Prince, Frader and Bosk (1982), Salager-Meyer (1994) and Fortanet et al. (1998)), and also uses new ones. After studying the hedges in the e-mails of the virtual learners and comparing them with those of a control group (a group of Australian students), I drew the following conclusion: the autonomy (and critical spirit) of the students is fostered by e-learning. They have to cope with real messages, which encourage and improve the acquisition of pragmatic competence

Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

[EN] This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68  papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes. Azzouz Boudadi, N.; Gutiérrez-Colón, M. (2020). Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019. The EuroCALL Review. 28(1):40-56. https://doi.org/10.4995/eurocall.2020.12974OJS4056281Bandura, A. (2012). Social cognitive theory. In P. A. Van Lange A. W. Kruglanski & E. T. Higgins Handbook of theories of social psychology: volume 1 (pp. 349-374). London: SAGE Publications Ltd. https://doi.org/10.4135/9781446249215.n18Barcena, E., & Sanfilippo, M. (2015). The audiovisual knowledge pill as a gamification strategy in second language online courses. Circulo de Linguistica Aplicada a La Comunicacion, 63, 22- 151. https://doi.org/10.5209/rev_CLAC.2015.v63.50172Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD Research, 1(1), 19-42. Retrieved from https://urlzs.com/HTjvG%0ABeatty, K. (2013). Teaching and researching computer-assisted language learning, second edition. London, UK: Routledge. https://doi.org/10.4324/9781315833774Berns, A., Isla-Montes, J.-L., Palomo-Duarte, M., & Dodero, J.-. (2016). Motivation, students' needs and learning outcomes: A hybrid game-based app for enhanced language learning. SpringerPlus, 5(1). https://doi.org/10.1186/s40064-016-2971-1Bustillo, J., Rivera, C., Guzmán, J., & Ramos, L. (2017). Benefits of using a mobile application in learning a foreign language. Sistemas & Telemática, 15(40), 55- 68. https://doi.org/10.18046/syt.v15i40.2391Cardoso, W., Rueb, A., & Grimshaw, J. (2017). Can an interactive digital game help French learners improve their pronunciation? In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions - short papers from EUROCALL 2017 (pp. 67-72). Researchpublishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.691Castañeda, D. A., & Cho, M.-H. (2016). Use of a game-like application on a mobile device to improve accuracy in conjugating spanish verbs. Computer Assisted Language Learning, 29(7), 1195-1204. https://doi.org/10.1080/09588221.2016.1197950Chapelle, C. A. (2003). English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam/Philadelphia: John Benjamins Publishing Company. https://doi.org/10.1075/lllt.7Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. Modern Language Journal, 93(1), 741- 753. https://doi.org/10.1111/j.1540-4781.2009.00970.xChapelle, C. A. (2016). Call in the year 2000: A look back from 2016. Language Learning and Technology, 20(2), 159-161. https://doi.org/http://hdl.handle.net/10125/44468Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York, USA: Academy of Management Review.Deci, E. L., & Ryan, R. M. (2010). Self-Determination. In The Corsini Encyclopedia of Psychology. https://doi.org/10.1002/9780470479216.corpsy0834Deterding, S., Khaled, R., Nacke L.E. and Dixon, D. (2011). Gamification: Toward a Definition. In CHI 2011 Gamification Workshop Proceedings, Vancouver, 2011 (pp. 1215.). https://doi.org/978-1-4503-0268-5/11/0Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), 9. https://doi.org/10.1186/s41239-017-0042-5Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology and Society, 18(3), 75- 88. https://doi.org/10.1109/EDUCON.2014.6826129Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers and Education. https://doi.org/10.1016/j.compedu.2012.12.020Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. New York. https://doi.org/10.4324/9781315779553Figueroa Flores, J. F. (2015). Using gamification to enhance second language learning. Digital Education Review, 27, 32-54. Retrieved from http://revistes.ub.edu/index.php/der/article/view/11912/pdfGafni, R., Biran Achituv, D., & Rahmani, G. (2017). Learning Foreign Languages Using Mobile Applications. Journal of Information Technology Education: Research, 16, 301- 317. https://doi.org/10.28945/3855Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House Publishers.Godwin-Jones, R. (2015). Emerging technologies the evolving roles of language teachers: trained coders, local researchers, global citizens. Language, Learning and Technology, 19(1), 10-22.Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. In Proceedings of the Annual Hawaii International Conference on System Sciences (pp. 3025-3034). https://doi.org/10.1109/HICSS.2014.377Hew, K., Huang, B., Wah Samuel Chu, K., & Chiu, D. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92-93, 221- 236. https://doi.org/10.1016/j.compedu.2015.10.010Hubbard, P. (2008). CALL and the Future of Language Teacher Education. CALICO Journal, 25(2), 175. https://doi.org/10.11139/cj.25.2.175-188Hung, H.-T. (2017). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983-995. https://doi.org/10.1080/10494820.2016.1240090Iaremenko, N. (2017). Enhancing English language learners' motivation through online games. Information Technologies and Learning Tools, 59, 126-133. https://doi.org/10.33407/itlt.v59i3.1606Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, USA: Pfeiffer & Company. https://doi.org/10.1145/2207270.2211316Kétyi, A. (2016, September 1). From Mobile Language Learning to Gamification: an Overlook of Research Results with Business Management Students over a Five-Year Period. Innovating in the Didactic Second Language Scenario Innovating in the Didactic Second Language Scenario: New Mobile, Open and Social Model, Edition: Monográfico I., 45-59. Retrieved from https://urlzs.com/iZXtMLi, L. (2016). Benefits of CALL in lexico-grammatical acquisition. The Routledge Handbook of English Language Teaching (p. 463). London and New York: Routledge.Liu, Y., Holden, D., & Zheng, D. (2016). Analyzing students' Language Learning Experience in an Augmented Reality Mobile Game: An Exploration of an Emergent Learning Environment. Procedia - Social and Behavioral Sciences, 228, 369-374. https://doi.org/10.1016/j.sbspro.2016.07.055MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. Individual Differences and Instructed Language Learning, 2, 45-68. https://doi.org/10.1075/lllt.2.05macMarczewski, A. (2019). Introduction to Gamification Part 4: Motivation (R.A.M.P, Maslow, SDT and more). Retrieved from https://www.gamified.uk/2019/01/30/introduction-to-gamification-part4-motivation-r-a-m-p-maslow-sdt-and-more/Mateo-Gallego, C., & Ruiz Yepes, G. (2018). Terapias de errores con aprendizaje móvil y gamificación: estudio comparativo en español de los negocios. Folios, 48, 121-135. https://doi.org/10.17227/folios.48-8139Munday, P. (2016). The case for using Duolingo as part of the language classroom experience. RIED. Revista Iberoamericana de Educación a Distancia, 19 (1), 83-101. https://doi.org/10.5944/ried.19.1.14581Palomo-Duarte, M., Berns, A., Cejas, A., Dodero, J. M., Caballero, J. A., & Ruiz-Rube, I. (2016). Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 7(2), 53-67. https://doi.org/10.4018/IJHCITP.2016040104Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia - Social and Behavioral Sciences, 174, 2308- 2315. https://doi.org/10.1016/j.sbspro.2015.01.892Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50, 258-283. https://doi.org/10.1080/00461520.2015.1122533Purgina, M., Mozgovoy, M., & Blake, J. (2019). WordBricks: Mobile Technology and Visual Grammar Formalism for Gamification of Natural Language Grammar Acquisition. Journal of Educational Computing Research. https://doi.org/10.1177/0735633119833010Rickinson, M., & May, H. (2009). A Comparative Study of Methodological Approaches to Reviewing Literature. UK : Higher Education AcademySeverengiz, M., Roeder, I., Schindler, K., & Seliger, G. (2018). Influence of Gaming Elements on Summative Assessment in Engineering Education for Sustainable Manufacturing. In Procedia Manufacturing (pp. 429-437). https://doi.org/10.1016/j.promfg.2018.02.141Sheldon, L. (2012). The Multiplayer Classroom: Designing Coursework as a Game. Boston, MA: Cengage Learning.Skinner, B. F. (1958). Teaching machines. Science. https://doi.org/10.1126/science.128.3330.969Werbach, K., & Hunter, D. (2012a). For the win: How game thinking can revolutionize your business. Wharton Digital Press.Werbach, K., & Hunter, D. (2012b). The Gamification Toolkit Game Elements. In For the Win: How Game Thinking Can Revolutionize Your Business. https://doi.org/10.1017/CBO9781107415324.004Zichermann, G. (2011). Intrinsic and extrinsic motivation in Gamification. Retrieved from https://www.gamification.co/2011/10/27/intrinsic-and-extrinsic-motivation-in-gamification

A theoretical journey from social constructivism to digital storytelling

[EN] Using the concept of a journey through time, this article examines the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom. It describes the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which experiential learning theory was developed. It goes on to describe how these theories are reflected in pedagogical approaches to language learning, from Asher’s total physical response approach, to Blaine Ray’s TPR storytelling and finally to the development of digital storytelling by Lambert and Atchley. Along this journey, the reader is able to pause and consider progressive theories of education and to take account of cognitive development and sociocultural theory. The significance of experience in the learning process and the value of a physical response becomes evident and the benefits of  telling stories, whether these are told in the traditional way or through the use of digital technology is apparent.Abderrahim, L.; Gutiérrez-Colón Plana, M. (2021). A theoretical journey from social constructivism to digital storytelling. The EuroCALL Review. 29(1):38-49. https://doi.org/10.4995/eurocall.2021.12853OJS3849291Asher, J.J. (n.d.). What is TPR? Retrieved from https://www.tpr-world.com/mwhat-is-tpr.htmlAsher, J.J. (1964). Toward a Neo-Field Theory of Behavior. Journal of Humanistic Psychology, 4(2), 85-94. https://doi.org/10.1177/002216786400400202Asher, J.J. (1966). The Learning Strategy of the Total Physical Response: A Review. The Modern Language Journal, 50(2), 79-84. Retrieved from https://files.eric.ed.gov/fulltext/ED028664.pdf https://doi.org/10.2307/323182Asher, J. J. (1969). The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53(1), 3-17. Retrieved from http://www.jstor.org/stable/322091 https://doi.org/10.1111/j.1540-4781.1969.tb04552.xAsher, J. J. (2007). TPR: After Forty Years, Still a Very Good Idea. TPR World, (http://www.tpr-world.com/mm5/TPRarticles/TPR_after_forty.pdf), 4. Retrieved from https://www.tpr-world.com/mm5/graphics/TPRarticles/TPR_after_forty.pdfBrown, B., & Shorrock, S. (1998). Promoting Access Across the Curriculum. In M. Littledyke & L. Huxford (Eds.), Teaching the Primary Curriculum for Constructive Learning. David Fulton.Brown, J., Bryan, J., & Brown, T. (2005). Twenty-first Century Literacy and Technology in K-8 Classrooms. Innovate: Journal of Online Education, 1(3). Retrieved from http://nsuworks.nova.edu/innovateCampbell, T. A. (2012). Digital Storytelling in an Elementary Classroom: Going Beyond Entertainment. Procedia - Social and Behavioral Sciences, 69(Supplement C), 385-393. https://doi.org/10.1016/j.sbspro.2012.11.424Dewey, J. (1897). My Pedagogic Creed. School Journal, 54, 77-80.Dewey, J. (1900). The School and Society (2016 ed.). FB&C Ltd.Dewey, J. (1902). The Child and the Curriculum. Sagwan Press.Dewey, J. (1916). Democracy and Education (2011 ed.). Simon & Brown.Dewey, J. (1938). Experience and Education. Free Press.Di Blas, N., Garzotto, F., Paolini, P., & Sabiescu, A. (2009). Digital storytelling as a whole-class learning activity: Lessons from a three-years project. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). https://doi.org/10.1007/978-3-642-10643-9_5Flavell, J. H. (1996). Piaget' s Legacy. Psychological Science, 7(4), 200-203. https://doi.org/10.1111/j.1467-9280.1996.tb00359.xIstenic Starčič, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging preservice primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29-50. https://doi.org/10.1111/bjet.12253Kim, S. (2014). The Effects of Using Storytelling with a Charlie Chaplin Silent Movie Clip on Oral Proficiency. STEM Journal, 15(1), 1-20. https://doi.org/10.16875/stem.2014.15.1.1Kotluk, N., & Kocakaya, S. (2017). The Effect of Creating Digital Storytelling on Secondary School Students' Academic Achievement, Self Efficacy Perceptions and Attitudes toward Physics. International Journal of Research in Education and Science, 3(1), 218-227. Retrieved from http://libproxy.library.wmich.edu/login?url=https://search.proquest.com/docview/1895976409?accountid=15099Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Retrieved from http://www.sdkrashen.com/content/books/principles_and_practice.pdfKrashen, S. D. (2008). The "Fundamental Pedagogical Principle" in Second Language Teaching. Studia Linguistica, 35(1‐2), 50-70. https://doi.org/10.1111/j.1467-9582.1981.tb00701.xLambert, J. (2010). Digital Storytelling Cookbook. Retrieved from www.storycenter.orgLeshchenko, M., Ruban, L., & Tymchuk, L. (2017). Digital Storytelling in a Foreign Language Classroom of Higher Educational Establishments. 13th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer, 428-439. Retrieved from http://ceur-ws.org/Vol-1844/10000428.pdfLichtman, K. (2015). Research on TPR Storytelling. In B. Ray & C. Seely (Eds.), Fluency Through TPR Storytelling (7th Edition, pp. 364-380). Command Performance Language Institute.Lisenbee, P. S., & Ford, C. M. (2018). Engaging Students in Traditional and Digital Storytelling to Make Connections Between Pedagogy and Children's Experiences. Early Childhood Education Journal, 46, 129-139. https://doi.org/10.1007/s10643-017-0846-xMarsh, V. (1998). Total Physical Response Storytelling: A Communicative Approach to Language Learning. Learning Languages: The Journal of the National Network for Early Language Learning, 4(1), 24-28. Retrieved from https://files.eric.ed.gov/fulltext/ED436095.pdfMateas, M. (2000). A Neo-Aristotelian theory of interactive drama. AAAI Spring Symposium, Artificial Intelligence and Interactive Entertainment, 56-61. Retrieved from http://www.aaai.org/Papers/Symposia/Spring/2000/SS-00-02/SS00-02-011.pdfMcCarthy, M. (2010). Experiential Learning Theory: From Theory to Practice. Journal of Business & Economics Research, 8(5), 131-139. https://doi.org/10.19030/jber.v8i5.725Murray, J. H. (1997). Hamlet on the Holodeck: The future of Narrative in Cyberspace. https://doi.org/10.1353/mfs.1999.0029Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives. System, 62, 39-52. https://doi.org/10.1016/j.system.2016.07.001Numpaque, N. R. B., & Rojas, M. A. G. (2010). TPR-Storytelling A key to speak fluently in English. Cuadernos de Lingüística Hispánica, 0(15), 151-162. Retrieved from http://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/404/404Palincsar, A. S. (1998). Social Constructivist Perspectives on Teaching and Learning. Annual Review of Psychology, 49, 345-375. Retrieved from http://www.annualreviews.org.sabidi.urv.cat/doi/pdf/10.1146/annurev.psych.49.1.345Pardo, B. S. (2014). Digital storytelling: A case study of the creation, and narration of a story by EFL learners. Digital Education Review, 26(December), 74-84.Psomos, P., & Kordaki, M. (2012a). Pedagogical Analysis of Educational Digital Storytelling Environments of the Last Five Years. Procedia -Social and Behavioral Sciences, 46, 1213-1218. https://doi.org/10.1016/j.sbspro.2012.05.277Psomos, P., & Kordaki, M. (2012b). Pedagogical Guidelines for the Development of Educational Digital Storytelling Environments Based on a Pedagogical Evaluation Star. EDULEARN. https://doi.org/10.1016/j.sbspro.2012.05.277Ray, B., & Seely, C. (2019). Fluency through TPR Storytelling (TPRS): Achieving Real Language Acquisition in School (8th ed.), Berkeley, CA: Command Performance Language Institute.Ribeiro, S. (2015). Digital Storytelling: An Integrated Approach to Language Learning for the 21st Century Student. Teaching English with Technology, 15(2), 39-53. Retrieved from http://www.tewtjournal.orgRobin, B. (2006). The Educational Uses of Digital storytelling. Proceedings of Society for Information Technology & Teacher Education International Conference 2006, (1), 709-716.Robin, B. (2016). The Power of Digital Storytelling to Support Teaching and Learning. Digital Education Review, (30), 17-29. https://doi.org/10.1344/der.2016.30.17-29Rowan, K. (n.d.). What is TPRS? Retrieved from https://fluencyfast.com/about-us/what-is-tprs/Schäfer, L. (2004). Models for Digital Storytelling and Interactive Narratives. 4th International Conference on Computational Semiotics for Games and New Media, 148-155. Split.Shelby-Caffey, C., Úbéda, E., & Jenkins, B. (2014). Digital storytelling revisited: An Educator's use of an innovative literacy practice. Reading Teacher, 68(3), 191-199. https://doi.org/10.1002/trtr.1273Spierling, U., Grasbon, D., BraunIdo, N., & Iurgel, I. (2002). Setting the scene: Playing digital director in interactive storytelling and creation. Computers & Graphics, 26(1), 31-44. https://doi.org/10.1016/S0097-8493(01)00176-5Talebi, K. (2015). John Dewey - Philosopher and Educational Reformer. European Journal of Education Studies, 1(1), 1-13. https://doi.org/10.6084/m9.figshare.2009706Terrell, T. D. (1982). The Natural Approach to Language Teaching: An Update. The Modern Language Journal, 66(2), 121-132. Retrieved from http://www.jstor.org/stable/326380 https://doi.org/10.1111/j.1540-4781.1982.tb06970.xTerrell, T. D. (1977). A Natural Approach to Second Language Acquisition and Learning. The Modern Language Journal, 61(7), 325-337. Retrieved from http://www.jstor.org/stable/324551 https://doi.org/10.2307/324551Thang, S. M., Mahmud, N., & Tng, C. K. C. A. (2015). Digital Storytelling as an Innovative Approach to Enhance Learning Mandarin as a Second Language. Journal of E-Learning and Knowledge Society, 11(2), 161-175.Vygotsky, L. (1962). Thought and Language (1986 ed.). Cambridge, Massachusetts: The MIT Press. https://doi.org/10.1037/11193-000Vygotsky, L. (1978). Interaction Between Learning and Development. In Gauvain & Cole (Eds.), Readings on the Development of Children (pp. 34-40). Retrieved from https://www.colorado.edu/physics/phys4810/phys4810_fa08/4810_readings/vygot_chap6.pdfWatson, J. (2001). Constructivism and Social Constructivism in the Classroom. Support for Learning, 16(3), 140-147. https://doi.org/10.1111/1467-9604.00206Yang, Y.-T. C., & Wu, I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59, 339-352. https://doi.org/10.1016/j.compedu.2011.12.012Yuksel, P., Robin, B. R., & Mcneil, S. (2010). Educational Uses of Digital Storytelling Around the World. Elements, 1, 1264-1271. Retrieved from http://digitalstorytelling.coe.uh.edu/survey/SITE_DigitalStorytelling.pd

Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom

[EN] This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging to determine whether there is evidence of language acquisition for each student. The forum posts show evidence of knowledge acquisition, but further investigation is required to determine whether collaborative writing in knowledge forums is effective for foreign language acquisition.Manegre, M.; Gutiérrez-Colón, M.; Gisbert, M. (2019). Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom. The EuroCALL Review. 27(1):3-13. https://doi.org/10.4995/eurocall.2019.11150OJS313271Al-Jarf, R. (2007). Teaching Vocabulary to EFL College Students Online. CALL-EJ, 8(2). 1-16. http://econf.uob.edu.bh/conf1/pdf%20files/133.pdfBielaczyc, K. & Collins, A. (2005). Technology as a catalyst for fostering knowledge-creating communities. A. M. O'Donnell, C. E. Hmelo-Silver & J. van der Linden (Eds.), Using technology to enhance learning. Mahwah NJ: Lawrence Erlbaum Associates.Bielaczyc, K. & Collins, A. (2006). Fostering knowledge-creating communities. A. M. O'Donnell, C. E. Hmelo-Silver & G. Erkens (Eds.), Collaborative Learning, Reasoning, and Technology. Mahwah NJ: Lawrence Erlbaum Associates.Bereiter, C. & Scardamalia, M. (2010). Can Children Really Create Knowledge?. Canadian Journal of Learning and Technology / La revue canadienne de l'apprentissage et de la technologie, 36 (1). Canadian Network for Innovation in Education. https://doi.org/10.21432/T2ZP43Bereiter C., Scardamalia M. (2014) Knowledge Building and Knowledge Creation: One Concept, Two Hills to Climb. In: Tan S., So H., Yeo J. (Eds.) Knowledge Creation in Education. Education Innovation Series, pp. 35-52. Singapore: Springer. https://doi.org/10.1007/978-981-287-047-6_3Bikowski, D. & Vithanage, R. (2016). Effects of Web-Based Collaborative Writing on Individual L2 writing Development. Language Learning & Technology, 20(1), 79-99. https://scholarspace.manoa.hawaii.edu/bitstream/10125/44447/1/20_01_bikowskivithanage.pdfBrantlinger, E., Jimenez, R., Klinger, J., Pugach, M. & Richardson, V. (2005). Qualitative Studies in Special Education. Exceptional Children. 71(2), 195-207. https://doi.org/10.1177/001440290507100205Chen-Chung, L., Pin-Ching, W. & Shu-Ju, T., (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 Technologies. ReCALL 28(2), 104- 122. https://doi.org/10.1017/S095834401600001XChuy, M., Scardamalia, M., Bereiter, C., Prinsen, F., Resendes, M., Messina, R., Hunsburger, W., Teplovs, C., & Chow, A. (2010). Understanding the nature of science and scientific process: A theory building approach. Canadian Journal of Learning and Technology, 36(1). https://doi.org/10.21432/T2GP4RCingel, D. P. & Sundar, S. (2012). Texting, techspeak, and tweens: The relationship between text messaging and English grammar skills. New Media & Society. 14(8).https://journals.sagepub.com/doi/10.1177/1461444812442927. https://doi.org/10.1177/1461444812442927Comas-Quinn, A., Mardomingo, R. & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL 21(1), 96-112. https://doi.org/10.1017/S0958344009000032Consell Superior d'Avaluació del Sistema Educatiu (2015). Avaluació del projecte COMconèixer. 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Tests para la evaluación/correlación de la competencia pragmática y gramatical en estudiantes sinohablantes de español

This article presents a model for the evaluation of the pragmatic and grammatical competence of Spanish in Chinese-speaking students. Specifically, two tests are presented, both created especially for these students, and a pilot study is carried out to check if there is a correlation between the level of grammar and pragmatics in students of Spanish as a foreign language. The study has been carried out on a sample of 109 Chinese-speaking students of ELE and the tools used have been two level tests: one that exclusively measures grammar and that has been adapted from an already existing test. And a second one, which measures the level of pragmatic understanding of the students, and has been fully developed by the authors with all the requirements of a standardized test. Therefore, the result of this study is twofold: on the one hand, the tests are presented, so that they can be used by teachers; and on the other hand, a study that corroborates the fact that a good level of grammar does not necessarily imply a good level of pragmatic command of the language.Este artículo presenta un modelo para la evaluación de la competencia pragmática y gramatical del español para estudiantes sinohablantes. En concreto, se presentan dos tests, ambos creados especialmente para estos alumnos y se realiza un estudio piloto para comprobar si existe una correlación entre el nivel de gramática y el de pragmática en alumnos de español como lengua extranjera. El estudio se ha realizado sobre una muestra de 109 estudiantes sinohablantes de ELE y las herramientas empleadas han sido dos tests de nivel: uno que mide exclusivamente la gramática, adaptado de un test ya existente, y otro original, que mide el nivel de comprensión pragmática, desarrollado de forma íntegra por las autores/as con todos los requisitos de un test estandarizado. Por lo tanto, el resultado del presente estudio es doble: por un lado, se presentan los tests para que puedan ser utilizados por los docentes de español a sinohablantes y, por el otro, un estudio que corrobora el hecho de que un buen nivel de gramática no implica necesariamente un buen nivel de dominio pragmático de la lengua

Nurses' perceptions of aids and obstacles to the provision of optimal end of life care in ICU

Contains fulltext : 172380.pdf (publisher's version ) (Open Access

The Acquisition of Pragmatic Competence through Virtual English Learning

This paper discusses how virtual learners of English at the Universitat Oberta de Catalunya (UOC) use hedges (a strategy by which speakers mitigate and soften the force of their utterances) in written discourse (electronic mails). It begins with a description of the methodology, in particular the taxonomy used, which adopts and transforms elements from three already existing taxonomies of hedges (Prince, Frader and Bosk (1982), Salager-Meyer (1994) and Fortanet et al. (1998)), and also uses new ones. After studying the hedges in the e- mails of the virtual learners and comparing them with those of a control group (a group of Australian students), I drew the following conclusion: the autonomy (and critical spirit) of the students is fostered by e-learning. They have to cope with real messages, which encourage and improve the acquisition of pragmatic competence

The Reality of Comenius Projects in ten Catalan Educational Institutions

This paper submits a qualitative study on different aspects of Comenius projects undertaken in ten educational centres in Catalonia during the academic year 07- 08. The objectives of this paper are to present these projects within the realities of particular school contexts, to emphasize the strengths and weaknesses of the projects, the difficulties the coordinators have to face as well as analyzing all the issues that should be improved. The data was drawn from 10 interviews (25-45 minutes) conducted with the coordinating teachers for such projects. The study concludes that the Comenius project is a complex project in its development, completely adaptable to the reality of each centre, and very positive at primary, secondary and high school levels. However, it has also brought to light problems in our society and, especially, in Catalan educational institutions, such as a general lack of knowledge of a second language, fear of other cultures, lack of policies to support continuity projects, as well as the workload of teachers.Este artigo apresenta um estudo qualitativo sobre diferentes aspectos dos projetos Comenius empreendidos em dez centros educativos de Catalunha durante o ano acadêmico 2007-2008. Os objetivos deste trabalho são apresentar estes projetos dentro da realidade de contextos escolares particulares, destacar suas fortalezas e debilidades, as dificuldades que os coordenadores têm que enfrentar; assim como a análise de todos os assuntos que se deve ter em conta para realizar as melhoras. Os dados foram obtidos de 10 entrevistas, cada uma de 25-45 minutos, realizadas aos professores coordenadores de ditos projetos. O estudo permitiu concluir que o Projeto Comenius, seja um projeto complexo no seu desenvolvimento, totalmente adaptável à realidade de cada centro educativo e muito positivo nos níveis de escola primária, secundária e preparatória. Entretanto, isto também fez visível parte dos problemas existentes na nossa sociedade, especialmente nas instituições educativas catalãs, como a falta geral de conhecimento de um segundo idioma, medo de outras culturas, a falta de políticas de apoio para a continuidade de projetos, assim como a carga de trabalho dos docentes.Este artículo presenta un estudio cualitativo sobre diferentes aspectos de los proyectos Comenius emprendidos en diez centros educativos de Cataluña durante el año académico 2007-2008. Los objetivos de este trabajo son presentar estos proyectos dentro de la realidad de contextos escolares particulares, destacar sus fortalezas y debilidades, las dificultades que los coordinadores tienen que afrontar, así como el análisis de todos los asuntos que se deben tener en cuenta para realizar las mejoras. Los datos se obtuvieron de 10 entrevistas, cada una de 25-45 minutos, realizadas a los profesores coordinadores de dichos proyectos. El estudio permitió concluir que el Proyecto Comenius, es un proyecto complejo en su desarrollo, totalmente adaptable a la realidad de cada centro educativo y muy positivo en los niveles de escuela primaria, secundaria y preparatoria. Sin embargo, esto también ha sacado a la luz parte de los problemas existentes en nuestra sociedad, especialmente en las instituciones educativas catalanas, como la falta general de conocimiento de un segundo idioma, miedo de otras culturas, la falta de políticas de apoyo para la continuidad de proyectos, así como la carga laboral de los docentes

La realidad de los proyectos Comenius en diez instituciones educativas catalanas

This paper submits a qualitative study on different aspects of Comenius projects undertaken in ten educational centres in Catalonia during the academic year 0708. The objectives of this paper are to present these projects within the realities of particular school contexts, to emphasize the strengths and weaknesses of the projects, the difficulties the coordinators have to face as well as analyzing all the issues that should be improved. The data was drawn from 10 interviews (25-45 minutes) conducted with the coordinating teachers for such projects.   The study concludes that the Comenius project is a complex project in its development, completely adaptable to the reality of each centre, and very positive at primary, secondary and high school levels. However, it has also brought to light problems in our society and, especially, in Catalan educational institutions, such as a general lack of knowledge of a second language, fear of other cultures, lack of policies to support continuity projects, as well as the workload of teachers.Este artículo presenta un estudio cualitativo sobre diferentes aspectos de los proyectos Comenius emprendidos en diez centros educativos de Cataluña durante el año académico 2007-2008. Los objetivos de este trabajo son presentar estos proyectos dentro de la realidad de contextos escolares particulares, destacar sus fortalezas y debilidades,  las dificultades que los coordinadores tienen que afrontar, así como el análisis de todos los asuntos que se deben tener en cuenta para realizar las mejoras. Los datos se obtuvieron de 10 entrevistas, cada una de 25-45 minutos, realizadas a los profesores coordinadores de dichos proyectos. El estudio permitió concluir que el Proyecto Comenius, es un proyecto complejo en su desarrollo, totalmente adaptable a la realidad de cada centro educativo y muy positivo en los niveles de escuela primaria, secundaria y preparatoria. Sin embargo, esto también ha sacado a la luz parte de los problemas existentes en nuestra sociedad, especialmente en las instituciones educativas catalanas, como la falta general de conocimiento de un segundo idioma, miedo de otras culturas, la falta de políticas de apoyo para la continuidad de proyectos, así como la carga laboral de los docentes

Tests for the assessment/correlation of pragmatic and grammatical competence in Sino-Spanish speaking students of Spanish

Este artículo presenta un modelo para la evaluación de la competencia pragmática y gramatical del español para estudiantes sinohablantes. En concreto, se presentan dos tests, ambos creados especialmente para estos alumnos y se realiza un estudio piloto para comprobar si existe una correlación entre el nivel de gramática y el de pragmática en alumnos de español como lengua extranjera. El estudio se ha realizado sobre una muestra de 109 estudiantes sinohablantes de ELE y las herramientas empleadas han sido dos tests de nivel: uno que mide exclusivamente la gramática, adaptado de un test ya existente, y otro original, que mide el nivel de comprensión pragmática, desarrollado de forma íntegra por las autoras con todos los requisitos de un test estandarizado. Por lo tanto, el objetivo del presente estudio es presentar un estudio que corrobora el hecho de que un buen nivel de gramática no implica necesariamente un buen nivel de dominio pragmático de la lengua. Además, en el artículo se incluye el test de pragmática creado por las autoras para que pueda ser utilizado por cualquier docente o investigador.This article presents a model for the evaluation of the pragmatic and grammatical competence of Spanish in Chinese-speaking students. Specifically, two tests are presented, both created especially for these students, and a pilot study is carried out to check if there is a correlation between the level of grammar and pragmatics in students of Spanish as a foreign language. The study has been carried out on a sample of 109 Chinese-speaking students of ELE and the tools used have been two level tests: one that exclusively measures grammar and that has been adapted from an already existing test. And a second one, which measures the level of pragmatic understanding of the students and has been fully developed by the authors with all the requirements of a standardized test. Therefore, the result of this study is twofold: on the one hand, the tests are presented, so that they can be used by teachers; and on the other hand, a study that corroborates the fact that a good level of grammar does not necessarily imply a good level of pragmatic command of the languag